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Three novel experiments investigated the effectiveness of color-coded word-families flashcards for facilitating kindergarteners' word recognition skills. Flashcards were constructed with the rime of the word family (vowel and remaining consonant sounds) printed in black ink, indicating that words with this spelling pattern sound the same, and the onsets (initial consonant sounds) shown in different colors, indicating the sound changes from word to word. All experiments involved preand post-testing on word recognition and phonological awareness and random assignment to intervention or control conditions. The length of intervention and type of control condition differed among experiments. Results suggested that word-families may facilitate word recognition skill development and that factors such as amount of practice, phonological awareness, and socioeconomic status impact the efficacy of the intervention.
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The authors investigate whether the choice of college textbook affects students' comprehension of the material. Forty-eight students from educational psychology courses were randomly assigned to one of two conditions: (1) unfamiliar passages drawn from the textbook used in the course, or (2) comparable passages selected from a competitor textbook. Students read three passages and completed comprehension tests and an opinion survey. No significant differences were found. Implications for textbook selection practices are presented in the discussion section. © 2008, Copyright Taylor & Francis Group, LLC.
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Durwin, C. C., & Reese-Weber, M. J. (2017). EdPsych modules (Third edition). SAGE Publications, Inc.
Now with SAGE Publications, Cheryl Cisero Durwin and Marla Reese-Weber’s EdPsych Modules uses an innovative implementation of case studies and a modular format to address the challenge of effectively connecting theory and research to practice. Each module is a succinct, stand-alone topic that represents every subject found in traditional chapter texts and can be used in any order for maximum flexibility in organizing your course. Each of the book’s eight units of modules begins with a set of four case studies–early childhood, elementary, middle school, and secondary–and ends with "Assess" and "Reflect and Evaluate" questions and activities to encourage comprehension and application of the research and theories presented. The case approach and the extensive pedagogy that support it allows students to constantly see the applications of the theories and research that they are studying in the text.
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To investigate if athletes’ attitudes toward athletic trainers and sport psychology consultants differ considering nature of athletic ability beliefs and previous experiences with these professionals; collegiate student-athletes (n = 114 male, n = 81 female, M age = 19.77, SD = 1.43) completed the Conceptions of the Nature of Athletic Ability Questionnaire-2 (Biddle, Wang, Chatzisarantis, & Spray, 2003), Attitudes Toward Athletic Trainers-Form (modified from the Attitudes toward Physiotherapist-Form; Arvinen-Barrow, Clement, & Bayes, 2012), and the Sport Psychology Attitudes Revised-Form (Martin, Kellman, Lavallee, & Page, 2002). Multiple analyses of variance revealed small statistically significant mean differences in attitudes considering ability beliefs, previous athletic training, and sport psychology experiences. Athletes with previous athletic training experience were less confident in their athletic trainer than those without such experience. In contrast, athletes with previous sport psychology experience were more confident in their consultant than those without such experiences. Results suggest athletes’ attitudes towards helping professionals may be partially influenced by subjective norms and expectations about the nature of such relationships.
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